creating accessible classrooms st. albert catholic schools december 2005
TRANSCRIPT
Creating Accessible Classrooms
St. Albert Catholic SchoolsDecember 2005
Designing for Diversity
Alberta’s Commission on Learning says:Alberta’s classrooms include a rich and diverse mix of students with a wide range of abilities, interests, backgrounds, languages, cultures and religions.
“We must fundamentally alter our thinking about diversity as deviant, that diversity is bad and must be accommodated. . .
Rather, we need to be clear that diversity is an essential part of the human condition and needs to be anticipated and celebrated.”
Dave Edyburn, Associate Professor, UWM
Student population in Student population in AlbertaAlberta
Student population in Student population in AlbertaAlberta
We can create all round We can create all round pegs to fit into round pegs to fit into round holes or…holes or…
We can create flexible, We can create flexible, dynamic environments where dynamic environments where
ALL students fitALL students fit
is to think differently about addressing learner diversity and ensure that learning is accessible to ALL students.
Our Challenge
Background Shaping the Future for Students with Special Needs: A Review of Education in Alberta (2000)
The Alberta Disability Strategy Alberta Commission on Learning The Learning and Technology Framework
Background
Alberta’s Commission on Learning recommendation #42 states “ensure that adequate support is in place when children with special needs are integrated into regular classrooms including: access to appropriate learning resources and assistive devices . . . ”
. . .technology offers the potential to:
Increase access to learning opportunities
Adapt teaching to different learning styles, preferences and paces
Customize learning materials and services . .
Learning & Technology Policy Framework
Technology Policy Framework -PRINCIPLES :
Learner-centred Accessible Responsive Innovative Equitable Collaborative Accountable
The Minister of Education has issued Standards for Special Education, Amended June 2004 as Ministerial Order (#015/2004).
Standards for Special Education
Requirements are organized into four areas:– Access– Appropriateness– Accountability– Appeals.
Standards for Special Education
How does Assistive Technology fit into the Standards for Special Education?
Access to Assistive Technology is part of an appropriate program for students with special education needs.
An IPP includes classroom accommodations and identification of coordinated support services as essential information.
Assistive Technology for Learning
Assistive Technology for Learning (ATL) is defined as the devices, media and services used in learning environments to overcome barriers for students with physical, sensory, cognitive, speech, learning or behavioural special needs to actively engage in learning and to achieve their individual learning goals.
Why is ATL important?
All students can benefit from access to appropriate accessible assistive technology.
ATL Model
From typical through to severe
Students Technology
Services
General
Specialized/Modified
From classroom teacher to specialized services teams
From general educational technologies to complex ATL systems
Assistive to Accessible
“For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible …”
National Council on Disability
Assistive to Accessible
Specialized (assistive) technology meant for a target population is also useful for others.
Moving to Accessibility – A3 Model
ADVOCACY (Barriers to learning
exist)
ACCOMMODATION (Assistive Technology for Learning)
ACCESSIBILITY (Universal Design for
Learning)
APPROACH
APPROACH CHANGES OVER TIME
Universal Design for Learning
Universal design is an approach to curriculum (programs of study, learning resources and assessment) and instruction that accommodates the widest spectrum of learners, including those with disabilities.
Will UDL replace assistive technology?
No. Assistive technologies will always have a role in the education of some learners. Children with physical disabilities need properly designed wheelchairs, adaptive switches to control devices, or speech synthesizers.
Assistive to Accessible
In the assistive technology model, the curriculum itself doesn't change, but the student uses a tool to help him/her access the curriculum.
Assistive to Accessible
Mere access is not in itself the solution to student engagement.
CEC
Accessible Classroom
It is flexible, supportive, and adjustable, and increases full access to the curriculum for
all students. Education for All, Ontario, 2005
Accessible Classroom
Provides a variety of choice for different learners. Has these options available before students enter
the classroom. Teachers can plan in advance for to meet all
student needs.
Universal Design for Learning
Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths.
What makes UDL different from traditional classroom
accommodations?
They are integrated into the overall design of curriculum and instruction
UDL strategies for instruction are
frontloaded.
Principles of Universal Design for Learning
Provide Flexible Means of Representation Provide Flexible Means of Expression
Provide Flexible Means of Engagement
Example – Program of Studies
Grade 10 English Language Arts
General Outcome 2 - Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively
2.1 Construct meaning from text and context
Example – Authorized Resources
The Tragedy of Romeo and Juliet with Related Readings (The Global Shakespeare Series)
Provide Flexible Means of Representation
Alternatives that Reduce Perceptual Barriers - Text
Text
Digital Text
Visual Flexibility
Auditory Flexibility
Flexible Means of Representation
Alternatives that Reduce Cognitive Barriers = Big Ideas
Alternatives that Reduce Cognitive Barriers
Video
Considerate text
Provide Flexible Means of Representation
Provide Flexible Means of Representation
Writing with Symbols
Symbol Supports
Provide Flexible Representation for
Second Language Learners
Video representationVideo representationAudio representationAudio representationCognitive representationCognitive representation
Multiple means of Representation
http://www.w3.org/WAI/wcag-curric/mmsqt.htm
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are needed to see this picture.
Provide Flexible Means of Expression
Speech RecognitionSpeech Recognition
Dedicated Word Dedicated Word ProcessorProcessor
Provide Flexible Means of Expression
Writing with SymbolsWriting with Symbols
iMovie or iMovie or MoviemakerMoviemaker
Word PredictionWord Prediction
Provide Flexible Means of Expression
Name: Room 208 Podcast EducationDescription: A Podcast by 3rd and 4th grade multi-age students in Wells, ME, USA. Students share their work, reflections, on learning, interviews, Reader's Theater, and more!
Name: Educational podcasting [click to subscribe in iTunes (Mac OS)]Category: Education
Podcast Podcast http://www.podcastshuffle.com/details.cfm?id=986&kw=Apple
Provide Flexible Means of Expression
Alternatives that Reduce Cognitive Barriers to Expression
Provide Flexible Means of Expression
What is a Blog?In it's simplest form it's just a personal journal, or diary that is published for the
world to see.
http://www.teachingeverystudent.blogspot.com/
Provide Flexible Means of Expression
http://www.magickeys.com/books/farm/page2.html
http://www.hardin.k12.ky.us/upton/Download/Farmanriddles.ppt#256,1,Slide 1
Talking Books
Provide Flexible Means of Engagement
Provide Flexible Means of Engagement
http://en.wikipedia.org/wiki/Romeo_and_Juliet
Provide Flexible Means of Engagement
Provide Flexible Means of Engagement
Learnalberta.ca
QuickTime™ and aTIFF (LZW) decompressor
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QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Provide Flexible Means of Engagement
O’Dwyer, Russell, Bebell (2004) surveyed 1490 elementary teachers in 96 schools in and found that teachers use computers to meet professional needs and use them less for instruction.
The strongest predictor of technology use across schools for delivering instruction was perceived pressure to use technology
Leadership buy-in is critical
Technology enables Access
Technology can play a crucial role in providing access to the curriculum for students who wouldn’t, under typical conditions, be able to participate fully in the classroom.
As a regular part of the classroom environment, assistive technologies have potential to improve learning for all students to participate fully in the classroom.
One size does not fit all . . .
No product will be able to do everything for every student, nor will anything replace or diminish the role of the teacher.
CEC
One size does not fit all . . .
Technology is not the magic bullet!
http://www.landmarkcollege.org/institute/assistive_technology/index.html
But it can help!
Thoughts?